This unit is approximately 3 weeks or 15 sessions of instruction.
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 1 Building Background Knowledge: What IS the Omnivore’s Dilemma Anyway?
• I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RI.8.1)
• I can determine a theme or the central ideas of an informational text. (RI.8.2) • I can read grade-level literary texts
proficiently and independently. (RI.8.10)
• I can find the gist of pages 1–4 of The
Omnivore’s Dilemma.
• I can use context clues to determine the meaning of “omnivore’s dilemma.” • I can participate in discussions about
the text with a partner, small group, and the whole class.
• Gist annotated on sticky notes
• Answers to text-dependent questions
• Exit ticket
• Things Close Readers Do • Teammates Consult
protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 2 Reading for Gist and
Answering Text-Dependent Questions: Industrial Food Chain
• I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RI.8.1)
• I can determine a theme or the central ideas of an informational text. (RI.8.2) • I can determine the meaning of words and
phrases in text (figurative, connotative, and technical meanings). (RI.8.4) • I can use a variety of strategies to
determine the meaning of unknown words or phrases. (L.8.4)
b. I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
c. I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. I can verify the preliminary
determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• I can find the gist of pages 22–25 of The
Omnivore’s Dilemma.
• I can read closely to answer questions about pages 22–25 of The Omnivore’s
Dilemma.
• Gist annotated on sticky notes
• New vocabulary on word- catcher
• Answers to text-dependent questions
• Teammates Consult protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 3 Analyzing Author’s Purpose:
Industrial Food Chain
• I can determine an author’s point of view or purpose in informational text. (RI.8.6) • I can analyze how the author acknowledges
and responds to conflicting evidence or viewpoints. (RI.8.6)
• I can identify the argument and specific claims in a text. (RI.8.8)
• I can describe Michael Pollan’s purpose on page 25 of The Omnivore’s Dilemma. • I can identify the conflicting evidence
and viewpoints Michael Pollan has used on page 25 and explain how he responds to them.
• Food Chain graphic organizer
• Author’s Purpose graphic organizer
• Author’s Purpose • Teammates Consult
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 4 Reading for Gist, Answering
Text-Dependent Questions, and Determining Author’s Purpose: Industrial Food Chain
• I can determine a theme or the central ideas of an informational text. (RI.8.2) • I can determine the meaning of words and
phrases in text (figurative, connotative, and technical meanings). (RI.8.4) • I can determine an author’s point of view
or purpose in informational text. (RI.8.6) • I can analyze how the author acknowledges
and responds to conflicting evidence or viewpoints. (RI.8.6)
• I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
b. I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
c. I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. I can verify the preliminary
determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• I can find the gist of pages 47–49 of The
Omnivore’s Dilemma.
• I can read closely to answer questions about pages 47–49 of The Omnivore’s
Dilemma.
• I can describe the purpose of Michael Pollan in the excerpt from The
Omnivore’s Dilemma.
• I can identify the conflicting evidence and viewpoints Michael Pollan has used and explain how he responds to them.
• Gist annotated on sticky notes
• New vocabulary on word- catcher
• Answers to text-dependent questions
• Author’s Purpose graphic organizer
• Teammates Consult protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 5 Reading for Gist, Answering
Text-Dependent Questions, and Determining Author’s Purpose: Industrial Organic Food Chain
• I can determine a theme or the central ideas of an informational text. (RI.8.2) • I can determine the meaning of words and
phrases in text (figurative, connotative, and technical meanings). (RI.8.4) • I can determine an author’s point of view
or purpose in informational text. (RI.8.6) • I can analyze how the author acknowledges
and responds to conflicting evidence or viewpoints. (RI.8.6)
• I can identify the argument and specific claims in a text. (RI.8.8)
• I can find the gist of pages 112–115 of
The Omnivore’s Dilemma.
• I can read closely to answer questions about pages 112–115 of The Omnivore’s
Dilemma.
• I can describe the purpose of Michael Pollan in the excerpt from The
Omnivore’s Dilemma.
• I can identify the conflicting evidence and viewpoints Michael Pollan has used and explain how he responds to them.
• Gist annotated on sticky notes
• New vocabulary on word- catcher
• Answers to text-dependent questions
• Author’s Purpose graphic organizer
• Teammates Consult protocol
Lesson 6 Analyzing a Speaker’s Purpose and Motives of a Media Excerpt
• I can analyze the purpose of information presented in different media and formats. (SL.8.2)
• I can evaluate the motives behind a presentation. (SL.8.2)
• I can describe the purpose of a speaker. • I can evaluate the motives of a media
presentation.
• Food Chain graphic organizer
• Speaker’s Purpose graphic organizer
• Teammates Consult protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 7 Mid-Unit Assessment:
Analyzing Author’s Purpose in Speech and Text
• I can determine an author’s point of view or purpose in informational text. (RI.8.6) • I can analyze how the author acknowledges and
responds to conflicting evidence or viewpoints. (RI.8.6)
• I can analyze the purpose of information presented in different media and formats. (SL.8.2)
• I can evaluate the motives behind a presentation. (SL.8.2)
• I can use a variety of strategies to determine the meaning of unknown words or phrases. (L.8.4)
b. I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
c. I can consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. I can verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
• I can describe the purpose and motives of the speech by Birke Baehr and Michael Pollan on pages 73–75 of The Omnivore’s Dilemma. • I can identify the conflicting
evidence and viewpoints in pages 73–75 of The Omnivore’s Dilemma and explain how Michael Pollan responds to them.
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 8 Reading for Gist and
Answering Text- Dependent Questions: Local Sustainable Food Chain
• I can determine a theme or the central ideas of an informational text. (RI.8.2)
• I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
• I can find the gist of pages 161–166 of The Omnivore’s Dilemma. • I can read closely to answer
questions about pages 161–166 of
The Omnivore’s Dilemma.
• Food Chain graphic organizer
• Gist annotated on sticky notes
• New vocabulary on word- catcher
• Answers to text-dependent questions
• Teammates Consult protocol
Lesson 9 Evaluating an Argument: The Polyface Local Sustainable Farm
• I can determine a speaker’s argument and specific claims. (SL.8.3)
• I can evaluate the reasoning and evidence presented for soundness and relevance. (SL.8.3) • I can identify when irrelevant evidence is
introduced. (SL.8.3)
• I can identify the argument and specific claims in a text. (RI.8.8)
• I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
• I can identify when irrelevant evidence is used. (RI.8.8)
• I can evaluate two arguments for the same claim to identify which is the strongest.
• I can evaluate Michael Pollan’s argument on pages 161–166 of The
Omnivore’s Dilemma for sound
reasoning and sufficient relevant evidence to support the claim. • I can identify irrelevant evidence in
a text.
• Evaluating an Argument graphic organizer for pages 161–166
• Teammates Consult protocol
• Think-Pair-Share protocol
Lesson 10 Reading for the Gist and Answering Text- Dependent Questions: Hunter-Gatherer Food Chain
• I can determine a theme or the central ideas of an informational text. (RI.8.2)
• I can determine the meaning of words and phrases in text (figurative, connotative, and technical meanings). (RI.8.4)
• I can find the gist of pages 240–245 of The Omnivore’s Dilemma. • I can read closely to answer
questions about pages 240–245 of
The Omnivore’s Dilemma.
• Food Chain graphic organizer
• Gist annotated on sticky notes
• New vocabulary on word- catcher
• Answers to text-dependent questions
• Teammates Consult protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 11 Evaluating an Argument:
The Joy of Hunting
• I can identify the argument and specific claims in a text. (RI.8.8)
• I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
• I can identify when irrelevant evidence is used. (RI.8.8)
• I can evaluate Michael Pollan’s argument on pages 240–245 of The
Omnivore’s Dilemma for sound
reasoning and sufficient relevant evidence to support the claim. • I can identify irrelevant evidence in
a text.
• Food Chain graphic organizer
• Evaluating an Argument graphic organizer for pages 240–245
• What Makes a Strong Argument? • Teammates Consult
protocol
Lesson 12 Making a Claim and Advocating Persuasively: Preparing for the Practice Fishbowl
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (SL.8.2a)
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.8.9a)
• I can develop a claim about which food chain I would choose to feed my family—local sustainable or hunter-gatherer—and support it with evidence.
• I can advocate persuasively about my claim.
• Evaluating an Argument graphic organizer for excerpt of Give (Frozen)
Peas a Chance—and Carrots Too
• Students’ comments regarding how to develop a claim
• Developing a Claim graphic organizer
• Advocating Persuasively Criteria
Lesson 13 Advocating Persuasively in a Fishbowl: Practice
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (SL.8.2a)
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.8.9a)
• I can advocate persuasively for either local sustainable or hunter- gatherer to feed my family.
• Developing a Claim graphic organizer
• Advocating Persuasively Checklist
• Advocating Persuasively Criteria
• Peer Critique protocol • Fishbowl protocol
GRADE 8: MODULE 4: UNIT 1: OVERVIEW
Unit-at-a-Glance
Lesson Lesson Title Long-Term Learning Targets Supporting Targets Ongoing Assessment
Anchor Charts & Protocols
Lesson 14 End of Unit Assessment
Parts 1 and 2: Evaluating Arguments and Claims
• I can determine a speaker’s argument and specific claims. (SL.8.3)
• I can evaluate the reasoning and evidence presented for soundness and relevance. (SL.8.3) • I can identify when irrelevant evidence is
introduced. (SL.8.3)
• I can identify the argument and specific claims in a text. (RI.8.8)
• I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
• I can identify when irrelevant evidence is used. (RI.8.8)
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.8.9a)
• I can determine the speaker’s argument and claims and evaluate the reasoning and evidence she has used to support her claim in the interview clip.
• I can identify irrelevant evidence that the speaker has used in the interview clip.
• I can evaluate Michael Pollan’s argument on pages 73–75 of The
Omnivore’s Dilemma for sound
reasoning and sufficient, relevant evidence to support the claim. • I can identify irrelevant evidence.
• End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech • End of Unit 1 Assessment
Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt of
The Omnivore’s Dilemma
Lesson 15 Assessment Part 3: Advocating Persuasively in a Fishbowl
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (SL.8.2a)
• I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.8.9a)
• I can advocate persuasively for one of the four meals Michael Pollan introduces in The Omnivore’s
Dilemma.
• End of Unit 1 Assessment, Part 3: Developing a Claim (from homework) • Advocating Persuasively
Checklist Rubric